Contextual Analysis Of Moving The Battle Abroad

Mission command belongs to the Army’s list of seven war fighting functions. While the other six of the Army’s war fighting functions specifically align to the application of combat power, mission command applies to leadership and its application. Mission command redefines the old construct of C2, command and control, by morphing the ideology into two distinct thoughts, the art of command and the science of control. Although mission command is a relatively new concept, it’s principles and application transcend time. This paper examines General Robert E. Lee’s application of the mission command principles at the Battle of Gettysburg.

The importance of furthering education doesn’t stop there. Leaders should be enrolling in college, and counseling their subordinates to enroll in college as well. In order to become competitive within the Army’s ranks, education plays a huge role. As Major Tim Martin stated “A formal education is an important contributor to the development of leadership qualities and attributes that are crucial in the growth of a military professional (Martin, 2001).”

Professionals from various fields work together to build a structurally sound foundation that cannot be shaken. This foundation is the cornerstone on which the Profession of Arms relies. The Army’s professional expertise are rallied in four branches: military-technical expertise, human development expertise, moral-ethical expertise and political-cultural expertise. They are broad areas that allow the Army to operate as a force.

Stewardship of the Army Profession is the last of the Five Essential Characteristics of the Army Profession, but in terms of importance, it is just as, if not more important than the other four. The United States Army’s ADRP-1, or Army Doctrinal Reference Publication 1, even defines stewardship as “the responsibility of Army professionals to ensure the profession maintains its five essential characteristics now and into the future”. Such importance is placed on this characteristic because Stewardship of the Army Profession is the one that ensures the other four are maintained. I sought out the definition of stewardship because despite having spent almost three and a half years and West Point, I was not entirely sure what the doctrine behind Stewardship was. In doing this, I felt like I was better prepared for both this paper and ensuring that the corrections I made were stewarding the profession. With this newly acquired knowledge, I set out to make my corrections.

As the Army transitions from the battlefields of Iraq and Afghanistan, the organization is well served to take a long look in the mirror. After ten plus years of deployments, our combat tested warriors are sure to possess more than enough valuable knowledge to reinforce and improve upon our status as a profession. A TRADOC published paper explains “to be a professional is to understand, embrace, and competently practice the expertise of the profession.” I believe the profession of arms exists and there are many components that reinforce this argument. Among these components, initial entry training and institutional learning, shared values, and a monopoly on our mission are three of the most important tenants. All Soldiers must graduate

Army leaders must balance the link between the Army’s culture and it’s climate and institutional practices. When there is a proper balance it has a huge impact on the mindset of the Army’s Soldiers. Their actions or inactions impacts the five key attributes of the profession, and the four fields of expertise, and have long term effects on the Army’s culture and climate. These actions influence Soldiers’ perceptions that they are serving professional who have answered the call of service to the republic, it is important that Soldiers understand that their role is a calling and not just a job.

In 2012, General Dempsey states “Mission Command is fundamentally a learned behavior to be imprinted into the DNA of a profession of arms.” The way Mission Command has evolved through the past years is indicative to the US Military adjusting to a new threat. The concept of Mission Command is not new, what is important is how General Dempsey states “Education in the fundamental principles of mission command must begin at the start of service and be progressively more challenging..” The General emphasizes the need for education at the start of the individual’s service. Additionally, this highlights the United States Army’s doctrinal adjustment to the new threat. During the conflicts in Iraq and Afghanistan, the US faced an enemy whose creativity and adaptability are two of its greatest assets. The fast-paced situation changes in both of those AOs required tactical level leadership maintain the autonomy to “exercise disciplined initiative.” This type of initiative historically leads to mission success, specifically in fast-paced situations where a key to success is forcing the enemy to react.

Dr. Williamson Murray once declared a want to develop his Expeditionary Warfare School (EWS) seminar students into hand grenades. His comments were, of course, figurative, but Murray communicated a vision: his company grade students would read more deeply, think more critically, write with greater effect, and ultimately be more willing to challenge conventional wisdom than their peers. Murray, with EWS, engineered the course, from initial selection through the final seminars, to meet his goal of a competent, well-armed officer prepared to make and recommend just decisions grounded in history.

SNHU’s dedicated military academic advisors are unique in higher education, with the belief that advisors with personal military experience can better serve military students understanding

When we compare the military leaders of both North and South during the Civil War, it is not hard to see what the differences are. One of the first things that stand out is the numerous number of Northern generals that led the “Army of the Potomac.” Whereas the Confederate generals, at least in the “Army of Northern Virginia” were much more stable in their position. Personalities, ambitions and emotions also played a big part in effective they were in the field, as well as their interactions with other officers.

Document B: Data compiled from several sources including Brian Williams, Military History Online, 2007, and E.B. Long, The Civil War Day by Day, Doubleday and Co., Garden City, NY, 1971

The situation in today 's Army is clearly much different from what existed years ago. Many changes have occurred, moving the Army 's EO program from a strictly educational and training initiative to a multifaceted management program with clear goals and objectives. These goals and objectives are also an integral part of human relations and are nurtured and developed through a professional military education system.

On September 8th, 1972 Farmer received his draft letter to the military. Farmer trained for the day that he would be deployed into battle in one of the most dangerous military jobs. In “The 10 Most Dangerous Jobs in the US Military,” David Nye explains how

Over the past 241 years, the United States Army has protected the American way of life through the service and sacrifice of countless leaders. Each leader leaves an impression on those they lead - through their action or inaction and the attributes they posses. Major General Joseph Hooker commanded the Army of the Potomac. He was well known for his commitment to the welfare of his Soldiers: cleaning up corruption among officers, improving benefits, and the drastic improvement of living conditions (Civil War Trust, n.d.). General Ulysses S. Grant was “an aggressive and determined leader” (History.com, 2009). His performance on the battlefield earned him the successful bid as the 18th President of the United States. As president in the middle

The historical process of creating and implementation of the Military Decision Making Process has changed significantly since World War I. The US Army did not have a published staff doctrine or guidance to assist commanders in the decision making process. The Regulations for Field Maneuvers (1910), did not provide staff guidance. In 1914, the field service regulation (FSR) identified the need for decision making processes. The Staff Officer Field Manual (1932), complied principles, data, and information that was intended to guide the operations of staff of all units and territorial commands. The Staff Officer Field Manual (1932), was a detailed manual that explained staff functions and more complete commander estimates of implementation time.